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High Tech and High Touch:A Sure Bet Strategy for Training Advisors to Use Advising Technology
Chris Farren, Roland Shook, Faye VowellWestern New Mexico University2005 NACADA National Conference Code 377
First Steps
Review your advising mission Assist student in relating their needs, interests,
values, abilities and goals to their educational program
Address the diverse cultural and academic background of students while promoting academic excellence
Contribute to the development of mature, self directed students capable of thinking, judging, and making appropriate decisions
First Steps (continued)
Determine your philosophy regarding technology use Students come first Easy access to information Responsibility to be an informed
consumer Appropriate safeguards in place Access to appropriate training
First Steps (continued)
Segment your training target audience(s) Summer Orientation Academic Support Advisors/SWAT
advisors Major Advisors
First Steps (continued)
Determine what each segment needs to know, do, and understand in order to fulfill its mission Summer orientation advisors help students select
courses for their first year and begin establishing a relationship
Academic Support and SWAT advisors work with freshmen students to make a good adjustment to college and with undeclared student to select a major.
Major advisors work with upper classmen to progress in their educational goals and personal development and get ready for their first job or graduate school.
First Steps (continued)
Determine what kind of technology is available or necessary to enhance this mission
Using this information, develop a core curriculum and training schedule
Summer Orientation ASC Advisors Major Advisors
Compass Test Compass Test
Web Registration Web Registration Web Registration
Overrides Overrides Overrides
Excel Excel
Degree Audit What if scenarios Degree Audit
Discover program
Advising Space Advising Space Advising Space
Document Imaging Document Imaging Document Imaging
Degree Plan Degree Plan Degree Plan
Major Declaration Major Declaration Major Declaration
Anecdotal Entry Anecdotal Entry Anecdotal Entry
Drop/Add Drop/Add
Email Email
Banner
Training Considerations
Audience Segment Level of skill: Novice, Intermediate, Expert Goal of Training: Exposure, Practice,
Mastery Kind of Training: Informational, Relational,
Conceptual Topic(s)
Example: ASC Advisor Training
Audience Academic Support Advisors Level of Skill Intermediate Kind of Training Relational Goal of Training Importance of collaborative
advising Closing the circle Exposure, Practice, Mastery
Topics Relationship between student, advisor, and faculty member
Electronic communication Use of Advising Space
Example: ASC Advisor Training
Collaborative Advising From the Latin com – with, + laborare,
to work
1. To work together: especially in reference to literary, artistic, or scientific work.
2. To co-operate with the enemy: to be a collaborationist
Webster’s New World Dictionary
MUSTANG
EXPRESS
STUDENT
FACULTYADVISOR
Calendar
Course Materials
Course Chat
Bulletin Board
Transcripts
Financial Aid
Billing Information
Degree Plans
Registration
Advice
Intrusive Advising
Program information
Student Records
Progress toward
Degree
MUSTANG
EXPRESS
STUDENT
FACULTYADVISOR
Calendar
Course Materials
Course Chat
Bulletin Board
Transcripts
Financial Aid
Billing Information
Degree Plans
Registration
Advice
Intrusive Advising
Program information
Student Records
Progress toward
Degree
Example - Degree Audit Training
Audience Major Advisors Level of Skill Novice Goal of Training Exposure, Practice, Mastery of
Straightforward Degree Audit Kind of Training Informational Topics Using the CAPP degree audit program
for a student with an established major and minor
Using CAPP to do “what if” scenarios Handling course substitutions
Advising Basics II: Degree AuditFriday, 30 September 2005
Martinez Computer Classroom
Degree Audit Training Agenda 2:00 Overview and
demonstration of the degree audit program
2:30 Using the scenario provided, practice doing a degree audit and print out your results
3:00 Using the scenario provided, practice a “what if “ scenario and print our your results
3:25 Fill out evaluation
Degree Audit Program - CAPP
Step 17. The first part of the screen is a Program Evaluation. Pay attention to words and numbers in red. These are potential problem areas. If a student is not finished with all the requirements for a degree it makes sense that these areas should be highlighted in red.
Degree Audit Program - CAPP
Step 20. The next part checks General Education Requirements. BE CAREFUL! You must pay attention to the “And” and “Or” logic. A red “No” doesn’t necessarily mean they have not meant the requirement.
Degree Audit Program - CAPP
There may be some courses that end up in “Free Electives” or were used in the upper division count that you want to count towards a major or minor. If so, fill out a course substitution or degree plan change form (on paper) and turn it into the Registrar’s office. The substitutions/waivers or any other adjustment will be put into BANNER by the Registrar’s office for an official degree audits.
Lessons Learned
Solicit input from the target audience regarding what they would like or need to learn
Suit the training to the audience Start with fundamentals—nothing is
too simple to include Just in Time/Just for You training is
ideal
Lessons Learned
Create simple yet complete handouts to take for future reference
Understand that people learn at different rates and have different learning styles
If there are several ways to do something, teach one way—the simplest way
Lessons Learned It takes more time to practice than you
think Involve the end users in the design of
new technology and the training on new technology
If you use your IT people to train on the technology, remind them that advisors want to know how to drive the car, not how it was built
Lessons Learned
Have IT staff available during training session when problems arise
Obtain feedback on the efficacy of the training session and training manual
Make sure the participants have the necessary passwords and permissions by having them RSVP 24 hours prior to the session.
Lessons Learned
Have a list of “practice” names for non-advisors or new faculty who have yet to be trained.
Have trained people available to assist participants
Keep computers off during the training presentation
Lessons Learned
Have a comfortable setting Have a sign up sheet for participants
and an evaluation form Have the participants introduce
themselves